The French colonizer from 1912–1956 brought not only the French language to Morocco but also a colonial administration that reinforced divisions between various indigenous social groups. European, Jewish, Muslim, and Berber communities were segregated into separate schools providing different levels of French-language education. As a result, French linguistic dominance and economic opportunity were assured among some groups more thoroughly than others. Acquisition of the French language for European and Jewish communities through advanced educational opportunities at the European lycées and Jewish Alliance Israélite Universelle granted certain higher educational, economic, and administrative privileges within the colonial administration and workforce. Meanwhile, those attending schools created for Muslim and Berber Moroccans where curricula insisted on rudimentary French skills were unable to seek advanced educational or economic opportunity. This research describes the different types of access to the French language that were intended for the diverse European, Jewish, Berber, and Arab speech communities through the various educational institutions created by the French government during the French protectorate in Morocco. Through the application of Bourdieu’s language market theory, this dissertation examines the ways that access became linked to the job market and the attainment of symbolic, economic, and cultural capital. This research offers explanations of how language shift occurred among European and Jews in Morocco and how French continued to confer socioeconomic value long after independence, despite efforts to oust the “colonizer’s language” for all Moroccans. Furthermore, in contradiction to Bourdieu’s language market theory, this research exposes how multiple language markets in Morocco emerged for Muslim and Berber communities as a result of access to different kinds of instruction and how both French and Arabic became legitimate languages with very different social functions. / text

Includes bibliographical references (leaves 171-177) / The study is an investigation into nation building through the national anthem in Zimbabwe. It takes a sociolinguistic dimension where the languages used to sing the national anthem in Zimbabwe are interrogated. The impetus behind the study is that Zimbabwe introduced a new language policy through the constitution where sixteen languages are officially recognised. While citizens look forward to the use of their languages, national symbols such as the national anthem still exist in dominant languages, at least officially. The study therefore sought to find out the views and language choices of citizens when it comes to singing the national anthem. This purpose was fulfilled by eliciting data through questionnaires which were distributed to four areas where marginalised languages are spoken. Participants were drawn from Plumtree, Gwanda, Hwange and Binga. Apart from questionnaires, focus group interviews were conducted with language activists who participate in language associations. Individual interviews were conducted with academics in the area of language. The conceptual framework of the study is nation building which is underpinned by four tenets, while the theory that guided the study is Bourdieu’s theory of social practice. The conceptual framework and theoretical framework were chosen to allow the study to investigate nation building in relation to the sociopolitical context which determines the use of languages in different spheres in Zimbabwe. The study extricates that language is politically malleable and at the same time has the potential to make or break the nation. Respondents were of mixed views concerning the non-use of their languages in the national anthem, bringing out the hegemonic tendencies. The findings of the study show that language is a form of identity and a strong tool of nation building. However, language policies which are not clear tend to confuse the citizens and there is need for the political elite to be involved in the implementation of such policies. The study hence advocates for marginalised languages to be accorded the status they need in order to be used for national symbol expression. / African Languages / D. Phil. (African Languages)